Ground Zero 360 Exhibit Essay Example | Topics and Well Written Essays - 750 words

Ground Zero 360 Exhibit - Essay Example One of the most moving elements in the show are helmets and other forms of protective wear from fallen members of the New York City Police Department and Fire Department. There is a somber tone to this exhibit but plenty of light, celebrating the photography in a way that allows the viewer to clearly see and more importantly feel the emotion of the imagery linking you to the story in a way only true photojournalism can. Everything is done on a very large scale once again drawing the viewer in. It was nice to be able to admire the photographs from a distance rather than up close. The medium used for this artwork is color photography, specifically done in the style of photojournalism. The style of the artwork is very moving and powerful. The photographer has captured the moments with such precision that the events of the horrible attack on the World Trade Center can almost be relived. Representational, the images are filled with precision in their telling of the events that unfolded th at September morning. One element that seems to recede in its softness that actually dominates the work is the smog from the blast. Covering more than half of the photograph it becomes more apparent when contrasted by the clear image of the one fireman on the left. This smog creates an atmospheric perspective that creates a somber and reflective mood. The immediate impression is one of the devastation that has occurred, accounting for the large amount of dense fog from the debris and explosion itself. Another visual element that dominates the image is the unplanned use of color. Striking in its simplicity, the blue of the fireman’s shirt is balanced on the right by the blue of the police car and the yellow fluorescent safety bands on the firemen’s coats all stand out amidst the fog and debris. The sharp use of perspective in the photograph is also striking. Seen from a narrow angle in the foreground, it recedes into a very narrow area of emptiness in the background. Th is close angle adds a lot of depth to the image while the foreshortening in the foreground of the fire fighters makes them still appear tall in stature. The composition overall is so stark yet compelling. While buildings and a police car line the sides, the rescue workers march powerfully through the center with an almost frighteningly cloaked background. The message portrayed by the artist is one of fear and devastation. With beautiful accuracy we see the firefighters coming forth amidst the debris. The emptiness of the street expresses the emergency of the situation, as does the police car. This piece functions as a testament to the dangers in our world today brought on by multifaceted views and conflicting opinions about how the world should be. The firefighters themselves, part of the rescue team in every harrowing situation like this are a key element of the meaning and function in society of this photograph. The artwork I chose to compare is Eddie Adams photojournalistic work Saigon Execution. The horror of the events and the tension in the two photographs are what I at first find similar. Characteristic of photojournalism, portraying such intense and often dangerous events are seen in both of these pieces with a haunting air of devastation. Another way the two are similar is the angle of the street in the images. Although they are at opposite angles, the narrowness and the way the streets are lined on both sides, one by buildings, another by other elements of the

Fairy Tale Gone Wrong - Snow White Essay Example for Free

Fairy Tale Gone Wrong Snow White Essay Most parents have, or will, tell their child a bedtime story that they may have heard when they were younger. These stories, otherwise known as fairy tales, are thought to be nothing but a mere story to entertain, but what if these fairy tales had an underlying meaning of their own? Fairy tales have been around for more than thousands of years and are passed on frequently from one person to another. Today, most are seen as harmless stories that were made up to entertain children; however, it seems that these fairy tales may actually hold meanings that are larger than the average child can grasp. Many have heard the well-known story Snow White and the Seven Dwarfs; yet, few have read the gruesome, original version by The Brothers Grimm. Disney’s child-friendly version of Snow White and the Seven Dwarfs was written with the intention of making a successful animated movie for entertainment purposes, while the Brothers Grimm version tells a story in a more shocking and brutal manner. Snow White and the Seven Dwarfs is a story that, when created by The Brothers Grimm, was actually made to entertain adults. As these stories became more and more popular people began to change the stories so that they were suitable for younger children to hear. One person who was exceptionally superior at changing fairy tales was the notable Walt Disney. He took Snow White and made it into his first full-length, animated motion-picture. But Disney wasn’t focused on portraying the original version but rather a loosely based version that would make a successful film, or in other views make him more money. While the two version are immensely different, the newer version does mimic the original in several ways. The fairy tale is still about Snow White being a beautiful young girl who is envied because of her beauty by her wicked stepmother, the Queen. Snow White’s stepmother orders the huntsman to take Snow White out into the woods and kill her, but he is unable to commit the act and lets her runs away. While Snow White is off in the woods she finds a small cottage that her newly-made animal friends help her clean. Later she find out that this small home belongs to seven dwarfs. Then the Queen finds out that Snow White is still alive in the woods and sets off to kill Snow White herself. The wicked stepmother soon finds Snow White, kills her and later is reawakened from the dead by a handsome prince. Then later, the Queen dies and Snow White â€Å"lives happily ever after†. Therefore, the basic outline is kept the same as the original, but Disney changes what seem like minor details that actually have a larger impact. Although it may not seem like monumental to many, the changes that Disney made in his version actually changed the meaning of The Brothers Grimm version entirely. For example, in the original version Snow White is thought to be around seven years old, with the number seven having a symbolic meaning, â€Å"referring to traditional superstitions about number† (Stringham). Whereas Disney changes her age losing the many different connections and also the foreshadowing that the number has. Snow White’s real mother is never mentioned by Disney, but holds an important part because when her real mother pricks her finger and the three drops of blood fall into the snow, it foreshadows the Queens three attempts at killing Snow White. In Disney’s version, he only shows the Queens last attempt at killing Snow White instead of all three attempts made in the original along with that attempt being simplified. Disney also changes the orders that are given by the Queen to the Hunstman. Originally the Queen ordered him to bring back the liver and lungs, symbolically meaning â€Å"the one containing the most blood, [ the liver ] was regarded as the darkest . . . the liver represented the darkest passions, particularly the bloody, smokey ones of wrath, jealousy, and greed which drive en to action. Thus the liver meant the impulsive attachment to life† (qtd. in Stringham). In the movie version, the Queen simply asks for the Hunstman to bring back her heart. Another aspesct that is greatly changed is how Disney represents the Seven Dwarfs. Walt Disney actually gives the dwarfs names and personalities and makes them seem like they are thankful that Snow White is there to help them when really the dwarfs were originally not helpers at all. They were portrayed as beings that only wanted Snow White there for her work, to clean, cook and do all the house chores. And finally, to make the film acceptable for children, Disney takes away the sexual meanings in almost every aspect of the story. As stated by John M. Ellis, writer of One Fairy Story Too Many: The Brothers Grimm and Their Tales, this is certainly a provocative story, and Disney eliminates it completely (qtd in Writers and Collections of Fairy Tales 85). These are a few examples of how different the film and the original have turned out to be. Disney clearly altered the story for the sole purpose of grabbing children’s attention and inevitably, for the money. It is nothing new that when something is said or written someone in the future will change things from the original and then someone else will continue to change the new version and so on. When stories are changed the meanings and symbolism also changes, inevitably changing the story as a whole. Snow White and the Seven Dwarfs is a fairy tale that was taken by Walt Disney and changed for entertainment and seemingly money purposes, which resulted in losing the original meaning behind the story. Although Disney was successful with his version of Snow White, he has taken a story with hidden meaning and given it barely any.

Perraults Puss in Boots :: Perrault Puss Boots Essays

Perrault's Puss in Boots The myriad characters in every fairy tale each contribute a great deal to the plot structure, their slightest actions bringing forth a favourable or grievous outcome. The overall sense of a story lies almost entirely on what is included in their dialogue and descriptions. In comparing the well known Rapunzel, as told by the brothers Grimm, to a lesser known version Petrosinella, by Giambattista Basile, a reader can distinguish each as unique based on these elements. Further analysis reveals what all characters donate to create each storyline, as well as a pair of equally distinctive endings. The Grimm Rapunzel is remarkably descriptive when compared with the 1637 Basile variation. The Grimm’s introduce a man and wife that have long wished for God to grant them a child, going on to describe the beauty of the neighbour's garden and the wife’s long and intense yearning for the rapunzel. What takes the better part of a page in Rapunzel condenses into three short sentences in Petrosinella, which comes across as far more abrupt. The first character is introduced, sees what she wants next door, and craves it; no other clarification is provided. The opening sentence states that â€Å"there lived a woman named Pascaddozia, who was pregnant.† Already there are three factors not present in the Grimm tale. Firstly, the woman is living alone-there is never mention of a husband. Second, she is named, which is very unusual in any fairy tale because the parent(s) often have a very small role overall and are not so important as to have names. Third, she is with child, and we are given no indication that there were the classic problems of conceiving. These points summon an image of a strong, single mother, more significant in the life of her child than the Grimm’s couple. Rapunzel describes how the man yields to his wife and fetches her some of the herb from the witch’s garden. Pascaddozia, however, steals into the garden several times to indulge her cravings. This bravery shown by the mother again reflects on how different she is from the Grimm wife, a trait that is revealed in her daughter Petrosinella. The witches also differ in each tale. Petrosinella portrays a rather slow-witted antagonist that behaves with more fury. Reacting to the theft in her garden, this one vows revenge if she catches the culprit.

King Solomons Mines Essays -- Henry Rider Haggard

Henry Rider Haggard sets out to create an epic tale of courage, a breathtaking drama that attempts to capture, within its limits, the universal spirit of adventure. He appeals in particular to the proverbial young male that seeks an audacious inspiration in life by which to model his own. He entices his readers because his motives lie simply in his desire to entertain, to delight, and to enthrall anyone with a prolific imagination. However, this purely entertaining account of an eclectic and adventuresome trio clearly manifests its motives by the simple elimination ambiguity, leaving little or nothing to the whims of infinite interpretation. As it is, everything within the novel seems to have the intention of being taken â€Å"with a grain of salt.'; Haggard knew his audience, a pretentious and nationalistic society bent on world domination or at the very least determined to reduce the rest of the world to nothing more than a means to meet their desires. And with these precepts in m ind, Haggard creates a fantastical tale, taking heed of what is socially acceptable and what is not, all the while maintaining western superiority over the rest of the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The fact of the matter is, that I thought that the best plan would be to tell the story in a plain straightforward manner†¦I cannot help thinking that simple things are always the most impressive, books are easier to understand when they are written in plain language, though I have perhaps no right to set up an opinion on such a matter.'; (Haggard 6).   Ã‚  Ã‚  Ã‚  Ã‚  In this introduction/disclaimer, Allan Quatermain as our narrator, comes clean with his intentions, providing a stabilizing retrospective for the ensuing epitaph. He seems well aware of the vague line between words intended for fiction and those intended for controversy. And by designating the jolly old Quatermain as narrator, Haggard vicariously endear himself to his readers by exuding a simple humility in light of his grander than grand exposà ©, all the while disposing of the pretense intrinsic to most literary works. Haggard, due to the relative sensitivity of his subject matter, has no desire to have his novel the target of unwarranted and unwanted social and literary criticism. In that, he makes certain that he reaffirms his intentions of entertainment rather than controversy. In addition, despite Haggard’s prevalent use of juxtaposition throughou... ... complexion Twala is described as â€Å"Twala the One-eyed, the Black, [and] the Terrible'; (Haggard 118), not coincidentally the only true â€Å"Black'; among them. The plot is action-packed, carried along by one dramatic scene after another in which we as readers are witness to amazing feats of strength, bravery, and guile, leaving little or no time for readers to dwell much on any aspect of the novel except the plot. Haggard even goes so far as to implement a divisive source of comic relief in the form of Good, whom we see deified by the Kukuanas, who delight in the sight of his â€Å"bare legs,'; â€Å"transparent eye,'; â€Å"half-haired face,'; and â€Å"vanishing teeth'; (118 Haggard). By the end of the novel we see all strings tied, imparting a sense of conclusive triumph without controversy. Haggard’s audience gets exactly what it wants, the black evil doers are vanquished; peace, justice, and tranquility are returned to Kukuana land; our deserving white and pseudo-white heroes are the benefactors of the plunders of Solomon’s fabled mines; and we as readers are left thoroughly entertained. Work Cited Haggard, H. Rider. "King Solomon's Mines." 1989. Oxford, New York: Oxford World Classics 1998

Teaching Human Virtues

Human beings grow and mature through their experiences in life. With the help of parents, friends and other people we get to know, human beings are able to learn many different lessons and knowledge. Human virtues are normally inculcated in our minds at a very young age, thought by no less than our immediate family members. Through time, we may or may not abandon the virtues that we believe in depending on our personal perceptions and our social environment. Nonetheless, human virtues can be taught not only because such virtues are ‘social constructs’ but also because human beings have the tendency to teach things by ostensive definition which can easily train people into believing many different things. John Locke proposed in Book II of An Essay Concerning Human Understanding that the state of human beings at birth can be compared to a tabula rasa or a blank tablet—the mind is basically empty of knowledge (Wood, p. 652). Conversely, we acquire knowledge through experience, specifically through sensory perception, as well as through our interactions with other people. One way of learning is through ostensive definition or defining what a concrete object or an abstract idea is by ‘pointing’ to the object or the manifestation of the idea. A child learns what a ‘chair’ is when somebody points an object chair to a child and tells the child that the object is a chair. Similarly, a person learns what the human virtue of kindness is when somebody points to a certain manifestation of the virtue and tells the person to observe the behavior. In essence, human virtues are abstract concepts that can be best understood in terms of their physical manifestations. For instance, the virtue of charity can be learned by observing a person who willingly donates some of his properties to charitable institutions such as orphanages. The virtue of bravery can be learned when a child sees a group of firemen trying to put out a fire from inside a burning building. There are also other ways to teach and learn different human virtues apart from ostensive definition. One of these ways is through formal education where students are taught what human virtues are with the help of books and other written articles. To a certain degree, learning institutions provide the theoretical framework for these human virtues. Thus, students learn the theoretical aspects of human virtues in the classroom while they learn the practical aspects of these virtues in real-life circumstances outside the school. From the state of tabula rasa, human beings progress into filling those empty slates with learning taught from experience, including human virtues. On the other hand, Aristotle maintains that human virtues can only be acquired by enacting the principle of the â€Å"mean†. According to Aristotle, virtues are the â€Å"mean† or middle values between ‘excess’ and ‘deficiency’ (Yu, p. 341). For example, courage is the mean of rashness—excessive courage—and cowardice or the deficiency of courage. How can an individual attain the human virtues or how can an individual live within the confines of the â€Å"mean†? To that question, Aristotle tells us that we should habituate our actions. Since every human being should strive to attain the good life or what he calls Eudaimonia, they should likewise see to it that they constantly practice the virtues so that they can be habituated. Following Aristotle’s theory, human virtues can be taught because virtues can be—as they should be—habituated. By performing virtuous actions to others and by habituating them, others are, in effect, taught about the value of these virtues. Those who are unaware of the idea that helping an old lady cross the street, for example, is an act of kindness can learn about the virtue by experiencing the act themselves. Children who are yet to fill their â€Å"blank tablets† with knowledge can be taught about human virtues through constant exposure to the action and by requesting them to do the same thing in their lives. In his book The Construction of Social Reality, John Searle argues that institutional facts are facts that have been socially constructed. That is, human beings and the society in which they live in are responsible for creating these types of facts. In that sense, human virtue can be considered as an institutional fact primarily because human beings have long proposed varying theories concerning the nature of virtues. Without human beings, one can hardly say that virtues will still exist. The fact that â€Å"human virtues† are called as such suggests that, without humanity, these virtues would not have come into existence. Following Searle’s argument, it does sound reasonable enough to say that human virtues can be taught. Like factual lessons taught to young people in classrooms and in the family, human virtues are also taught in almost the same manner. Some can even go to the point where they create their own virtue systems. The fact that there are varying conceptions of human virtues also points us to the idea that human virtues have been formulated across different cultures in different times. While one act may be considered absurd by one group such as cannibalism, another group may consider the act as virtuous. Among these varieties of groups, every respective virtue is passed on from one generation to another, making it survive through time or reducing it into inexistence or into another form. In highly traditional regions, virtues are taught either through word of mouth or through practice. For example, the virtue of â€Å"bayanihan† in the Philippines—the virtue where members of the community form a team to help a resident transfer his house to another location, typically through manual labor—is taught from one generation to the next through stories told to the younger members of the neighborhood and through the observation of the practice as it happens (Gibson and Zellmer-Bruhn, p. 283). In more modern countries, human virtues are taught through a number of ‘far-reaching’ ways; one of these ways is through mass media. For example, America is host to numerous television networks broadcasting hundreds of TV shows on a daily basis. Cartoons with a broad adult audience composition such as â€Å"Simpsons† and â€Å"King of the Hill† teach human virtues typically related to family matters through the stories of each episode and their characters. Children’s cartoons and puppet shows—for instance, Baby Looney Tunes and Sesame Street, respectively—are more likely to impart human virtues that can be easily understood and appreciated by children because they comprise the larger part of the audience share (Cross, p. 39). Those who think that human virtue cannot be taught may believe that human beings are incapable of teaching virtue in their pure form without alteration or bias. In effect, they might argue that what we consider as the virtues per se that we teach others are actually parodies of a seemingly endless string of parodies of parodies, ad infinitum. The response to that criticism is this: alterations only arise in specific contexts; virtues remain as they are in their general form. For example, a father may teach his children that it is only virtuous to avenge the death of their murdered grandfather when they become adults later in life. The father may have been given that impression about vengeance from the older generation of the family circle who also learned the â€Å"virtue† from those that preceded them, and so forth. And yet, the more general notion that causing harm to others is not virtuous remains. The more general notion that kindness and forgiveness are human virtues that should be practiced still remains intact. Others may also argue that human virtues cannot be taught because human beings are governed by their basic instinct for self-preservation. They primarily seek their personal interests and may or may not eventually promote the interests of others. Thus, they keep the virtues that can promote their personal welfare to themselves instead of teaching them to others out of fear of conflicting interests. The response to this argument rests on the very nature of human virtues; they are called â€Å"human virtues† because they presuppose that human beings naturally interact and share with others. Without sincere interaction and sharing, virtues can only be regarded as personal philosophies or personal guiding principles and not as what we know of them to be. They are called â€Å"human virtues† precisely because these virtues transcend individualism and selfishness. Otherwise, they would not be virtues in the first place. While it may be more or less likely true that human beings have a selfish gene, so to speak, it does not make them pathologically selfish beings. Neither does it totally prevent them from teaching human virtues to others, especially young children and those who need a lesson or two about them. It is through our daily experiences that we are able to learn human virtues as we observe them and, more importantly, as they are taught to us by those who know the virtues well enough. Although some people may decide not to teach others about human virtues, it does not consequently suggest that human beings are indeed incapable of teaching human virtues to others. The fact that each person can decide whether or not to teach human virtues to others also suggests that they can teach these virtues regardless of their personal decisions. A virtue taught to another individual may be in the form of an observed behavior, an ostensive definition or a theoretical example. Either way, human virtues can be taught. Not even the most selfish person in the world can deny the fact that human virtues have been passed on from one generation to the next.

Free Essays on Black Panthers

"We will not fightand kill other people of color in the world who, like black people, are being victimized by the white racist goverment of america." Huey P. Newton If you haven't already guessed it my essay is on a Civil Right's leader who's legacy has alternately been neglected, distorted, and discounted. For example in my research I found in one wide ranging account of the "African American freedom strugle" by historian Robert Weisbrot, that only one page out of 317 was devoted to the activities of the Black Panther Party. Another account would be in this class, where there was only a passing refrence to the presence of the party, that was established in our college. The most important person to have made a significant change in the rights of Blacks was Huey P. Newton. He had great courage and passion to defeat injustices and racism that existed in the United States towards blacks and other minority groups, and it was his influence to all the Blacks to defy white supremacy and his belief in arming themselves for self-defense that helped lead to the success of the Civil Rights movement. Huey P. Newton was born on Febuary 17, 1941 in Louisiana, the youngest of seven children. When Huey Newton was three, his family moved to Oakland. Where Walter Newton, a handyman and longshoreman, found work. The Newton's were part of the surge of 50,000 black migrants who headed to the West Coast to work in the shipyards and other war industries in the area. During World War II. After the war, however, many blacks and women were forced to give up their jobs to returning white soldiers. The black population of the area rose again as black GIs came back from the war fronts and brought their families. Black unemployment soared, as did antiblack sentiment. Although segregation was supposedly illegal, black residents of Oakland found themselves restricted to the neighborhoods around the East Bay. And... Free Essays on Black Panthers Free Essays on Black Panthers "We will not fightand kill other people of color in the world who, like black people, are being victimized by the white racist goverment of america." Huey P. Newton If you haven't already guessed it my essay is on a Civil Right's leader who's legacy has alternately been neglected, distorted, and discounted. For example in my research I found in one wide ranging account of the "African American freedom strugle" by historian Robert Weisbrot, that only one page out of 317 was devoted to the activities of the Black Panther Party. Another account would be in this class, where there was only a passing refrence to the presence of the party, that was established in our college. The most important person to have made a significant change in the rights of Blacks was Huey P. Newton. He had great courage and passion to defeat injustices and racism that existed in the United States towards blacks and other minority groups, and it was his influence to all the Blacks to defy white supremacy and his belief in arming themselves for self-defense that helped lead to the success of the Civil Rights movement. Huey P. Newton was born on Febuary 17, 1941 in Louisiana, the youngest of seven children. When Huey Newton was three, his family moved to Oakland. Where Walter Newton, a handyman and longshoreman, found work. The Newton's were part of the surge of 50,000 black migrants who headed to the West Coast to work in the shipyards and other war industries in the area. During World War II. After the war, however, many blacks and women were forced to give up their jobs to returning white soldiers. The black population of the area rose again as black GIs came back from the war fronts and brought their families. Black unemployment soared, as did antiblack sentiment. Although segregation was supposedly illegal, black residents of Oakland found themselves restricted to the neighborhoods around the East Bay. And...

Morals as Depicted in The Grea essays

Morals as Depicted in The Grea essays Morals as Depicted in The Great Gatsby The East and the Midwest are symbols of different moral attitudes and life-styles in the novel, The Great Gatsby, by F. Scott Fitzgerald. Gatsby, Nick Carraway, Tom Buchanan, Daisy and Jordan Baker were all born and at least spent most of their lifetime in the West. On the one hand the West symbolizes conservative values like honesty, a strong sense of community and as an outgrowth, an inquisitory attitude which spares only children and the very old. The East, on the other hand, stands for modern life with all its materialistic features and moral flaws like carelessness, dishonesty and decadent vices. So there is a distinction of the East and the West in the novel. To Nick the West starts beyond the Ohio River. You can still see this contrast nowadays, however not to that high degree as it's shown to us in the novel. Taking a closer look at statistical facts like density of population, crime rates, ethnic composition of the inhabitants , immigration figures and industrial structure one can see that the West has always been topped by the East. The West, however, shows a more agricultural orientation. Respecting the statistical facts above and the rural structure of the West, one comes to the conclusion that conservative or traditional values are of higher importance in the lifestyle of Westerners than in the life of Easterners. Thus a contrast in both lifestyles is still visible today. Comparing e.g. New York and St.Louis as typical representatives of their regions, this contrast becomes evident. New York the corrupt, hectic, dirty but also highly progressive metropolis of the East Coast, and the almost paradise-like, comfortable and a little provincial gate to the West, St.Louis, are the p erceivable incarnation of the striking contrast between the West and the East of the USA. ...

4 Tips for Duke Essays That Will Get You Accepted

4 Tips for Duke Essays That Will Get You Accepted SAT / ACT Prep Online Guides and Tips Do you want to be a Blue Devil? If so, you’ll need to submit strong Duke essays as part of your application. Duke requires its applicants to answer two to four essay and short answer questions when they apply. In this article, we’ll break down each of those questions and explain exactly what you need to do to write amazing Duke supplement essay. What Is the Duke Supplement Essay? Duke requires that you submit two to four writing samples as part of your application. You’re required to answer one longer essay prompt and one short answer question. You also have the option of answering up to two more short answer questions. Duke requires the Duke supplement essay questions as part of its application process for a couple of reasons. First of all, written essays are a great way to assess your preparedness for college. Duke wants to see that you can write clearly and concisely and can follow all of the necessary grammar conventions. Duke also wants to get to know you more as a student and possible member of its campus. Essays are a great way to learn more about who you really are beyond your test scores and other credentials. Finally, your Duke essays are a great place to demonstrate your affinity for Duke itself. Why do you want to go there? Your essays can highlight your passion for the university. It’s extremely important to put time and effort into each one of the Duke supplement essay prompts so that you’re able to meet all of these needs. Duke Supplement Essay Prompts You’ll have to answer at least two and as many as four Duke supplement essay prompts for your Duke application. All students are required to write one longer essay. The essay you write will be determined by whether you’re submitting the Common Application or the Coalition Application (Duke accepts both). You’re also required to answer at least one short answer question. There are two more short answer questions that are optional for all applicants. If you apply to Duke via the Coalition Application, you’ll select one essay prompts to answer. For more information on how to ace your Coalition Application essay and an analysis of each prompt, check out our in-depth guide. If you apply to Duke via the Common Application, you’ll need to select one essay. For more information on how to craft an amazing Common Application essay and in-depth look at each prompt, check out our blog post dedicated to that very topic. 2018-19 Required Duke Essays All Duke students are required to answer one short answer question for their Duke admissions essay. The short answer question you respond to is determined by which school within Duke you’re applying to. If you are applying to the Pratt School of Engineering as either a first-year or transfer applicant, please discuss why you want to study engineering and why you would like to study at Duke. (150 words maximum) If you are applying to the Trinity College of Arts Sciences as either a first-year or transfer applicant, please discuss why you consider Duke a good match for you. Is there something particular about Duke that attracts you? (150 words maximum) 2018-19 Optional Duke Essays You also have the option of responding to two optional Duke essays. Duke makes it clear that these Duke admissions essay prompts are completely optional. You won’t be penalized if you don’t answer them. Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better- perhaps related to a community you belong to or your family or cultural background- we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. (250 words maximum) Duke’s commitment to diversity and inclusion includes gender identity and sexual orientation. If you would like to share with us more about either, and have not done so elsewhere in the application, we invite you to do so here. (250 words maximum) Required Duke Essays, Analyzed If you are applying to the Pratt School of Engineering as either a first-year or transfer applicant, please discuss why you want to study engineering and why you would like to study at Duke. (150 words maximum) 150 words isn’t a lot of words to describe your love for Duke and your passion for engineering! You’ll need to be clear, succinct, and honest in order for your Duke admissions essay to stand out. Because the word limit is so constrained, it’s better to focus on one or two specific ideas, rather than trying to cram as many thoughts as possible into your short essay. While you may be enamored of Duke’s entire engineering faculty, choose one specific professor whose work you admire and expand on that. Any depth you can achieve in this small space will go a long way. Be sure to answer both parts of this question: you need to explain why you want to study engineering and why you want to study engineering at Duke. While the two answers might be intertwined, both should be clearly present in your response. When discussing why you want to study at Duke, pick things that are unique to Duke’s program. Don’t just say you want a great engineering education - you can get that at dozens of universities. Instead, specify what makes Duke’s engineering program different than all of the others. If you’re stuck, try perusing their course catalogue and looking at the program’s website and any recent publications. Chances are, you’ll catch something that stands out. If you are applying to the Trinity College of Arts Sciences as either a first-year or transfer applicant, please discuss why you consider Duke a good match for you. Is there something particular about Duke that attracts you? (150 words maximum) This Duke admissions essay question is also constrained in word count and focuses more on Duke’s merits than the engineering question. You’re not required to have any particular major in mind here, but it may be helpful to consider your academic course of study as you’re looking for reasons why Duke stands out to you. Duke is asking this question because they want their admitted applicants to enroll, so you need to demonstrate why your passion for this university would result in your attendance next fall. Convince the admissions committee that Duke is the one school for you. You can do this by researching specific facts about the university and its community. Because this question doesn’t ask you about your course of study, you don’t need to limit yourself to academics. If there’s something about Duke’s campus or culture that really stands out to you, now is the time to talk about it. Better to be honest and true to yourself than spew a bunch of platitudes that you think the admissions committee wants to hear. Optional Duke Admission Essay Prompts, Analyzed Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better- perhaps related to a community you belong to or your family or cultural background- we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. (250 words maximum) Treat this question as an opportunity to share more about yourself. If you have something real and important to write about, do so. But don’t try to invent an experience that doesn’t actually belong to you - it’ll come across as fake and insincere. Unless you really have nothing to say, I’d suggest including something. If you choose to answer this question, lean into authenticity. Don’t be scared to be vulnerable or honest. While the question talks about Duke’s commitment to diversity, don’t feel like you have to invent diverse experiences just to fit in. Share about your unique perspective. Be sure to indicate why this point-of-view belongs to you, and you alone. Your perspective is made up by your experiences and interactions, so you can highlight how these have affected you. Duke’s commitment to diversity and inclusion includes gender identity and sexual orientation. If you would like to share with us more about either, and have not done so elsewhere in the application, we invite you to do so here. Don’t answer this optional essay unless you have something real to say. Don’t feel intimidated or scared that ignoring this question will reflect badly on you. It won’t. You should really only address this prompt if you’re a member of the LGBTQ community. What will reflect badly on you is making something up that comes across as insincere, or worse, ignorant. Speak truthfully and from the heart. Similarly, if you do have reflections on gender identity and sexual orientation, don’t feel like you have to share them. Remember, this essay is optional. It’s completely fine if you’re not quite comfortable enough or ready to talk publicly about these topics. If you choose to answer this question, only speak about real experiences that happened to you. It’s better to keep them personal. This essay isn’t the place to reflect on the overall political climate surrounding LGBTQ+ rights, especially if those issues don’t relate to you. It is, however, the space to talk about your specific identity and journey. How to Write Great Duke Essays If you want your Duke essays to stand out and help you get admitted, follow these tips! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Duke wants you to be. #2: Avoid Cliched or Overused Phrases When writing your Duke essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Don’t speak in platitudes about how the struggle for gay and lesbian rights has affected you†¦ unless it actually has! #3: Check Your Work It should almost go without saying, but you want to make sure your Duke essays are the strongest example of your work possible. Before you turn in your Duke application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Duke essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. That being said, make sure you don’t rely on them for ideas or rewrites. Your essays need to be your work. #4: Only Answer What You’re Comfortable With Remember, Duke’s optional essays are just that - optional. It can be tempting to respond to everything on the application and if you have an important story to tell, you definitely should. However, if you have nothing to say, don’t feel like you need to make something up. You’re better off answering less, honestly, then you are answering more, dishonestly. What’s Next? Have you taken the ACT or SAT yet? Not sure which one you’ll do best on? Read our guide to choose the test that’s right for you. If you've taken the SAT and want to improve your score, check out our guides to improving your Reading, Writing, and Math scores. Not sure what you want to major in?Don't worry! With our advice, you'll figure out what you should study as an undergrad. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

CIA operations Essay Example | Topics and Well Written Essays - 250 words

CIA operations - Essay Example Politicians are rightly worried about possible human rights violations, as the CIA is operating in complete impunity, answerable to nobody except the president himself. Congress now wants to see the memorandum which allegedly justified the killing by drone strikes, even including those American citizens who are considered terrorists and living abroad (Shear & Shane, 2013, p. 1). It also coincided with the confirmation hearings for the new nominee for the CIA top post, John O. Brenna, who is considered as the chief architect of targeted killing using pilotless drones. Obama is accused of hypocrisy, who said enhanced interrogation techniques were now stopped, but he is using other means which are equally doubtful, in the legal sense. The said memorandum is really a classified document but Congress wants to see a copy of it, which detailed the justifications of killing an American citizen by his own government; the two reasons are if the target is a senior operative of Al-Qaeda and capt ure is not possible without endangering American soldiers. Israel was caught unprepared during this engagement because its generally cannot agree on a unified strategy if war ever comes. Moreover, the attack occurred during the holies day of Israeli religious festivities, which in that year, also coincided with the Muslim fasting month of Ramadan. The Israelis never thought the Arabs would launch an attack during their own holiest religious day. However, there are several reasons advanced why Israel was caught napping. This includes wrong assumptions made by the Israeli Defense Force (IDF) military intelligence about Egypts strategic plans and real intentions, and so concluded that war is not imminent due these erroneous assumptions. Overall, the Israelis did not think the Arabs were serious about going to war, and thereby ignored all warnings, compounded by the squabble among its generals. human body is a very complex system that is highly evolved over the years.

Business Law Paper - employment discrimination Essay

Business Law Paper - employment discrimination - Essay Example Whenever there is an employment provision direct discrimination is legal. For example an employer could refute to recruit a male actor to play the part of female actor in a play where there that is an obligatory for the position. On the contrary, indirect discrimination is also illegal, where an employer makes use of a policy to their place of work that influences every employee equally even though it has a detrimental effect on the higher fraction of individuals of one group with a secured characteristic compared to another person and there is no true justification for that conduct. Disability is unique from other secured traits in that employers are under optimistic obligation to make considerable adjustments to their places of work in order to accommodate the desires of handicapped employees. For race, age, belief and sexuality there is considerably no optimistic duty to enhance equality and optimistic discrimination is universally confined by the policy that advantage must be tak en into account as the most significant trait of an individual. In the perspective of equal remuneration amidst the women and men, the principles differ in the capacity for the comparators. Any termination due to discrimination is directly unjust and sanctions an individual to claim under section 94 of the Employment Rights Act 1996. History of anti-discrimination law Anti-discrimination legislature is one of the modern developments. Discrimination based on religion was first dealt with by the Roman Catholics laws way back in 1778 through the papists Act 1778. The law addressed lawful discrimination over the Roman Catholics. HoiweverH However, after the Roman Catholic Relief Act of 1829 the Catholics were then fully emancipated and considered wholly. One year later discussions heated up on the subject making equal protections for Jews. There was a strong movement in the parliament which thwarted any further discussion of this move till the Religious Opinions Act 1846 even though thi s went on for some time to appoint of being integrated of the religious opinions. The Reform Act 1867 helped in the extension of the vote count to every male head of the house. Women were marginalized from their general social involvement. The first changes came into effect at the municipal level in 1830’s especially in Birmingham Municipal Council. In the mid 19th century the Chartists and the 20th century suffragettes advocated for general suffrage over the conservative judicial system and the free political creations. In Nairn v. The University Court of the University of st. Andrews (1907), Lord McLaren went to a point of declaring that it is a rule of the traditional constitutional law of the country that only men were in a position to be involved in the appointment and election of representatives to the Parliament. Direct discrimination Direct discrimination as noted earlier takes place when a company or employer treats a person less kindly on the basis of a secured char acteristic. It is illegal under section 13 of the Equality Act 2010. A secured characteristic include sex, belief, age, reassignment, civil partnership, race, marriage, religion or sexual orientation which must be the reason for disparity in treatment such the unfavourable treatment emanates from the different characteristic. In general the law safeguards everybody, but not just a group viewed to suffer some form of discrimination. Thus it is

Assessment Essay Example | Topics and Well Written Essays - 750 words

Assessment - Essay Example A closed book exam, for example, requires the person being examined to rely on memory to answer the questions. Examinations are also formal or informal. Formal tests normally result in test scores or grades. A standardized test is a type of exam that is usually consistently administered and scored for legal defensibility (Thissen and Wainer, 2001). This type of exam is used in professional certification, education, psychology, military as well as many other fields. On the other hand, non-standardized tests are flexible in format and scope and also variable in significance and scope, as they depend on the person who has set the exam. Why this Assessment Instrument was Chosen This assessment instrument was chosen because it is a universal tool that is applied in many parts of the world. Moreover, it is approved and recognized by many countries, professional and academic bodies. Examination is also the best instrument of assessment because it is very valid and reliable. Almost every per son must undergo through an examination in many areas of life and hence, it is well known and appreciated by people of all races, ages, gender or social backgrounds. Importance of Examination Examination, as an assessment mode started in china and later spread to other parts of the world. Though it was historically used to select people who would serve in the government, it was later applied in education to determine the skills, knowledge and other qualifications of the candidates. ... grades from standardized tests are very useful because they determine if an individual qualifies for a certain job, professional or academic program (Phelps, 2005). In some countries, additionally, standardized tests are used to manage their institution’s quality. For instance, the Organization for Economic Co-operation and Development (OECD) applies (PISA), Program for International Student Assessment, to evaluate certain knowledge and skills of students who may be participating from many countries. Furthermore, Phelps, (2005) states that specific governing bodies use standardized exams to determine if the participant has the permission to practice a certain profession, use a certain job title, or claim competency in certain set skills. For instance, a candidate who wishes to be a lawyer is normally required to successfully pass a bar tests by governing bodies like governmental bar licensing agency. Exams are also used to regulate immigration in certain countries. In Australi a, for example, standardized tests are used to award citizenship to immigrants after passing the citizenship test. Competition is another importance of exams. Tests are used to select participants who have success potentials in a competition like school contests. Finally, examinations are used by social or other groups to select individuals who would join their groups. Mensa International, for instance, is a society with high IQ and requires individuals to at least score 98th percentile supervised IQ test to become members (Thissen, and Wainer, 2001). Validity and Reliability Examination is very reliable as an assessment tool especially in education and other professional qualifications. Thissen and Wainer, (2001) believes that standardized exams in education should be continued because it is

Aerodynamics and propulsion Research Paper Example | Topics and Well Written Essays - 1250 words

Aerodynamics and propulsion - Research Paper Example Lift is a force generally associated with an object moving inside the fluid, with the direction being either vertical or in some cases, perpendicular to the direction of motion. A classic example of where lift is used is the wings of an aircraft. As the aircraft moves horizontally, the shape of the wings create a pressure gradient beneath its top and bottom surface, hence creating a vertically upwards force (Munson, Young and Okiishi). When an object moves through a fluid, it mostly experiences a force due to the pressure forces acting on the body. If the forces are acting on opposite ends of different magnitudes, they tend to create a net pressure force. For a symmetric object moving in a fluid, with its line of symmetry being parallel to the direction of motion of the fluid, no lift would be generated because the forces would cancel each other. Hence, to create a lift force, a symmetric object must have its line of symmetry at an angle to the direction of motion, or be non-symmetri c. Non-symmetric objects may also move at an angle inside the fluid, and this angel is called the angle of attack (Munson, Young and Okiishi). In the case of an aerofoil which is depicted below, it can be seen that the section of the top surface over which air is flowing is greater than the area of the bottom surface. To ensure that conservation of mass is not violated, the speed of the air at the top is increased so that the total horizontal displacement of the air at the top and bottom are the same (Abhinav). ... The lift coefficient is a key factor for objects that create lift. It depends on shape, the fluid properties and the surface roughness. A general expression for this coefficient is given as: Where Re is the ratio of inertial forces to viscous forces; Fr is the Froude number, the ration between inertia forces and gravitational forces; Ma is the speed of the fluid relative to the speed of sound in that fluid; and is a measure of surface roughness (Munson, Young and Okiishi). In other words, the fluid’s temperature, density, speed, viscosity, as well as the shape of the object, surface roughness and angle of attack, amongst other things, have a say in the determination of the lift forces. b) Describe how atmospheric parameters (temperature, pressure, density) affect the generation of lift and drag as an aircraft gains altitude? As discussed previously, the fluid’s temperature, density, speed, viscosity, as well as the shape of the object, surface roughness and angle of att ack, amongst other things, have a say in the determination of the lift forces. Let us now discuss the effects of a few these parameters on the lift force and lift coefficient. Coming back to the case of the aircraft: as the aircraft moves at a higher altitude, where the air is thinner and less dense because of the gravitational effects forcing the mass of air to move downwards, the lift force, which is directly proportional to the density of the fluid, decreases with the decrease in density. Another factor is temperature. At higher elevations, the temperature of the air is lower, which creates an increase in density, the lift force is likely to

Animal Human Cultures Essay Example | Topics and Well Written Essays - 2000 words

Animal Human Cultures - Essay Example The proponent tries to elaborate this by pointing that humans could actually take advantage of whatever benefits they could substantially exploit from their pets. Keywords: pet keeping, animal companionship, pet, animals â€Å"The keeping of animal companions in the contemporary West is undoubtedly an exercise of domination. Despite this, different kinds of relations are possible† (Cudworth, 144). Discuss. Introduction The keeping of animal companion is a form of domination because humans are superior to any other life forms on earth with respect to different aspects. There is a significant gap, or indifference between humans and animals as agreed by Le Guin (1986). When it comes to intelligence, humans are capable of doing substantial number of great things compared to its other animal counterparts. Cudworth (2011) strongly emphasises this point by mentioning how humans could be capable of altering different breeds of pets. For instance, substantial breeds of pets are remarka ble at present. Based on the idea of Franklin (1999), the reason why this could be so it is because having companionship with pets would bring some substantial benefits for humans. In other words, genetic modifications which led to animals to become diversified in their breeds points to the fact that they are not humans in the first place. In other words, humans can take control over them and there could also be many things that they can possibly do with them. Cudworth emphasises that pets are loved because they are not humans in the first place. However, the definition of this love might be a bit problematic because this argument simply has remarkable implications in proving some important relationships existing between humans and animals. Furthermore, this argument proves that affection and love may not be synonymous after all as there must considerations of different contexts in this issue. However, it is obvious that there must be substantial form of relationships existing betwe en humans and animals in the issue of animal companionship. The proponent tries to elaborate this point clearly as possible by applying the arguments of Franklin and Cudworth in line with the issue of animal companionships. Background issue The domestication of animals provides many important things. In fact, this is the point in which humans can maximise everything out of domesticating or taking control over animals. For Cudworth this could involve having affection with them despite the very presence of domination. However, Franklin tries to include the point in which this specific affection addresses ontological insecurity. This ontological insecurity comes after the loss of paternal welfare due to market individualism in 1960s (Franklin, 1999). The keeping of animal companions boils down to the fact that humans could take care of their pets with them due to some elemental reasons. So it could be that the domestication itself is a way to orchestrate better interaction between huma ns and animals for the benefit of the former. It is true that the keeping of animals in the contemporary West is a form of domination but according to Cudworth (2011), there is affection involved in it. It is important to consider in great detail what this affection particularly means. As for the argument of Franklin, there could be essential relationship that exists in keeping animals as companions. However, his entire argument includes the major points about the benefits

Aerodynamics and propulsion Research Paper Example | Topics and Well Written Essays - 1250 words

Aerodynamics and propulsion - Research Paper Example Lift is a force generally associated with an object moving inside the fluid, with the direction being either vertical or in some cases, perpendicular to the direction of motion. A classic example of where lift is used is the wings of an aircraft. As the aircraft moves horizontally, the shape of the wings create a pressure gradient beneath its top and bottom surface, hence creating a vertically upwards force (Munson, Young and Okiishi). When an object moves through a fluid, it mostly experiences a force due to the pressure forces acting on the body. If the forces are acting on opposite ends of different magnitudes, they tend to create a net pressure force. For a symmetric object moving in a fluid, with its line of symmetry being parallel to the direction of motion of the fluid, no lift would be generated because the forces would cancel each other. Hence, to create a lift force, a symmetric object must have its line of symmetry at an angle to the direction of motion, or be non-symmetri c. Non-symmetric objects may also move at an angle inside the fluid, and this angel is called the angle of attack (Munson, Young and Okiishi). In the case of an aerofoil which is depicted below, it can be seen that the section of the top surface over which air is flowing is greater than the area of the bottom surface. To ensure that conservation of mass is not violated, the speed of the air at the top is increased so that the total horizontal displacement of the air at the top and bottom are the same (Abhinav). ... The lift coefficient is a key factor for objects that create lift. It depends on shape, the fluid properties and the surface roughness. A general expression for this coefficient is given as: Where Re is the ratio of inertial forces to viscous forces; Fr is the Froude number, the ration between inertia forces and gravitational forces; Ma is the speed of the fluid relative to the speed of sound in that fluid; and is a measure of surface roughness (Munson, Young and Okiishi). In other words, the fluid’s temperature, density, speed, viscosity, as well as the shape of the object, surface roughness and angle of attack, amongst other things, have a say in the determination of the lift forces. b) Describe how atmospheric parameters (temperature, pressure, density) affect the generation of lift and drag as an aircraft gains altitude? As discussed previously, the fluid’s temperature, density, speed, viscosity, as well as the shape of the object, surface roughness and angle of att ack, amongst other things, have a say in the determination of the lift forces. Let us now discuss the effects of a few these parameters on the lift force and lift coefficient. Coming back to the case of the aircraft: as the aircraft moves at a higher altitude, where the air is thinner and less dense because of the gravitational effects forcing the mass of air to move downwards, the lift force, which is directly proportional to the density of the fluid, decreases with the decrease in density. Another factor is temperature. At higher elevations, the temperature of the air is lower, which creates an increase in density, the lift force is likely to

Hw4 Assignment Example | Topics and Well Written Essays - 250 words

Hw4 - Assignment Example You can produce an Excel plot, or use other software, to paste into your Hwk 4 submission. If you plot by computer, please be sure to make the graph look similar to that shown on page 3.) Note that the distance scale is in kilometers and the depth scale is in meters. Thus, the depth data are vertically exaggerated (by a factor of 200) which enhances the subtle features of the ocean basin topography. A plot at true (1 to 1) scale will be provided later to show the actual topography. Vertical exaggeration is useful to display profile data when the horizontal extent of the data is very large and when the profile is relatively smooth. The data that are given in the table are sampled at a large interval (100 km between data points) and, thus, the bathymetric profile is only a rough approximation of the true ocean basin topography. However, the main features of the ocean basin are visible on the graph. A similar graph is shown in Figure 9.15 of L&T, 2014 and L&T, 2011. For additional infor mation, refer to pages 302-312, Lutgens & Tarbuck, 2014 (pages 265-270 of L&T, 2011; pages 250-257, L&T, 2008). 2. What is the approximate ocean depth at the mid-Atlantic ridge and the relief of the ridge (difference in depths, or elevations, between the top of the ridge and the adjacent, relatively flat ocean bottom)? 3. What is the approximate slope of the west flank of the mid-Atlantic Ridge (measure the difference in ocean depth along the profile between about 2200 km and 3200 km distance and divide by the difference in distance, 3200-2200 or 1000 km. Be sure that both measurements, differences in depth, and distance, are in the same units, either km or m. The resulting number will be the slope expressed as a ratio. The slope can also be given as a percent or as an angle. (Information (review) on calculating the slope of a line:

Liberalism and Colonialism Essay Example for Free

Liberalism and Colonialism Essay Liberalism is both egalitarian and inegalitarian, it stresses both the unity of mankind and the hierarchy of cultures, it is both tolerant and intolerant, peaceful and violent, pragmatic and dogmatic, skeptical and self-righteous. Bhikhu Parekh examines the writing of John Locke and John Stuart Mill, two of greatest liberal philosophers. Locke state that the Indians had cultivated and lived on their land for centuries and it was their ‘rightful inheritance’. He asked the English settlers for information about the Indian way of life, and built up an impressive collection of books dealing with the European exploration of the Americas. The Indian way of life offered a realistic contrast to, and provided most valuable insights into, the nature and structure of political society. Locke’s analysis of the nature of reason was complex and inconsistent, by and large he thought that it analysed and reflected on the sense impressions, perceived similarities and dissimilarities between different events and entities, traced their causes, and formed universally valid generalizations. Locke analysed English colonialism in America in terms of his theory of man and society. He argued that since the American Indians roamed freely over the land and did not enclose it, it was not their land; they used it as one would use a common land, but they had no property in it. In Locke’s view, English colonization not only did them no harm, but also respected their natural rights and conferred on them great economic, moral, cultural, scientific and political benefits. Locke characterized two modes of colonization, one based on ‘conquest by sword’ and represented by Spanish, the other based on commerce and represented by the English. Whilst Locke’s principle of equality offer at least some moral protection to Indians, it offered them no political protection. Indians were entitled to equality as individuals, but not as an organized society. As individuals their basic rights and interests were to be fully protected. Locke defined equality, it obtained only between the civilized nations and placed the non-civilized societies outside the pale of international law and morality. For John Mill’s philosophical ideas, Europeans were interested primarily not so much in unburdening their surplus population and settling in these countries as in trade, commerce and olitical control. This new phase of colonialism usually called imperialism. For Mill, man was a progressive being whose ultimate destiny was to secure the fullest development of his intellectual, moral, aesthetic and other faculties. In Mill’s view, human beings had both a natural and a historically acquired tendency towards conformity, which only a few were able to fight successfully on their own. For Mill as for most other liberals, individuality represented human destiny, but it was not underwritten by and even went against some of deepest tendencies of human nature. Like Locke, Mill divided human societies into two, but his principle of classification was different. In some societies, which he called civilized, human beings were in the ‘maturity of their faculties’ and had ‘attained the capacity of being guided to their own improvement by conviction or persuasion. By contrast all non-European societies were ‘backward’, and human beings there were in a state of ‘nonage’ and ‘infancy’. Although Mill stressed the value of diversity, he defined its nature and permissible range in narrow terms. He linked diversity to individuality and choice, and valued the former only in so far as it was grounded in the individualist conception of man. It ruled out traditional and customary ways of life, as well as those centred on the community. More so than Locke, Mill condemned the racist arrogance of and the misuse of political power by the colonial bureaucrats and yet he had no difficulty sharing the colonial contempt for native cultures and approving of the violence used to dismantle them. Both Locke and Mill shared a firm belief in the equality of men and used it to justify and regulate colonial rule. And they also failed to understand the extremely complex relationship between human being and their cultures. Liberals do believe in equal respect for all human beings, but they find it difficult to accord equal respect to those who do not value autonomy, individuality, self-determination, choice, secularism, ambition, competition and the pursuit of wealth.

Realism in English Literature

Realism in English Literature In general, realism can be defined as the aspect of tending to lean towards being factual and practical on matters of life by representing things, actions, or social circumstances in point of fact, without presenting them in their conceptual form and neither without the influence of feelings or other artistic ideas. However, in order to clearly define or discuss the major distinguishing features of realism, it is best to discuss it under different viewpoints so as to get an extensive description of what this theory of realism in American literature is all about. The theory of realism emphasizes on objectivity and being indifferent, along with unemotional social criticism. By critically referring to minute details and being concerned with petty, insignificant issues. Therefore, through use of literature, realism refers to the attempt of a writer to portray human actions and environment precisely as it appears in every day life. In reaction to romanticism, realists claimed that precise documentation, sociological approach and vernacular diction were the basis of literal realism. The subject matter was sourced from everyday life, and in this case, the people in lower-class life were considered. After the Civil War, it is when realism entered American literature; with authors such as Mark Twain and Henry James being the major initiators of this fictional style of realism in America. The American realistic authors aimed at presenting observations that were objective and without bias. In this light, we can broadly discuss literal realism from the literature point of view. In the school of literature, realism is described as the theory through which fidelity to the natural world or towards life is represented accurately without the practice of idealizing occurrences of life. The works of Daniel Defoe and Henry fielding are some of the earliest cases of realism in English writing, dating back to the 18th century. Through the schools, types and modes of literature, realism can be described as the conformity to accurate literary depiction of real and everyday life without any form of idealization. Through this genre of realism, individuals were just perceived as real people, as opposed to other genres such as romanticism which described an individual as a god and naturalism which perceived a person as a helpless object. (Gray) Realism in American Literature dates back to the 19th century, 1860-1900. In American literature, realism is described as a term that covers the period from the time of the Civil War to the 20th century-an era during which the realism of Twain and James was highly praised. Realism in America was therefore a 20th century idea in literature through which reflections of this era were portrayed. A time in which authors like Mark Twain, Henry James, F. Scott Fitzgerald, Ernest Hemmingway, Toni Morrison and others wrote literature that was dedicated to accurate description and a study of how the Americans lived in different situations during that era. After the Civil War, there was a fast growth in the economy and population in the United States. This rapid growth in the rates of industrialization, urbanization, an escalating population base as a result of immigration, general literacy, social equality and a rise in the affluence of the middle-class population presented a rich base for wri ters and readers who had the urge to understand these rapid changes in the American civilization. In defining the realism in the literary history of America, we refer to that period ranging from 1865 to l914, which has been commonly referred to as the Era of Realism in the American 1iterary history. Therefore, in defining Realism as a literary movement, it should be specifically located in history and not simply artistically labeled to escape being dated. Hence, Realism being seen as a literary movement, it should doubtless be limited to the age from the late 1840s to the mid 1860s. This implies that the theory of focus concerning literal realism of the content should be centered on the ordinary, everyday lives of the lower-class preferably. The American realist writers went ahead to build their plots and characters around the ordinary, daily lives that people led. In addition, their fictional works contained local languages and wide-ranging conversations that attached well with the community. Consequently, readers were ideally attracted to the realistic writers because they coul d see their own struggles in print. The American public had advanced socially, economically and politically and so they tended to prefer writers who plainly described the difficulties of every day life for individuals as opposed to the slow paced writings and symbolism of the romantic writers, which the public had come to develop distaste for. The Americans had transformed to a new age, and realism was the only theory that clearly depicted the situation as it really was during that age. (McDonald) Mark uses local colorism as a theme through which he presents life through representing the characters in his novel as locals from a particular region. The way they did things in a native manner, the clothes that they wore and even how they talked described their lifestyle in a profound way. Mark Twain unlike James Henry wrote about people in the lower-class. Being the kind of life he had lived, he understood this class of people better as seen in his novels. Through use of local colorism, Mark was able to i1lustrate and shed light on issues in the contemporary society. The Gilded age, as Mark Twain commonly refers to as the period of American realism, was a time of materialism and political corruption in the United States. These elements formed ideas on which some important works of fiction on political and social criticism were based on. The novel Gilded Age (1873), which was authored by Mark Twain and Charles Dudley Warner, presents a clear depiction of Washington D.C. The scene describes fraudulent politicians and insatiable industrialists. The novels of this age characterize the beginning of a new twist in the American literature, with the novel acting as a vehicle of social grievances. In an attempt to describe a contemporary view of how things were in reality; writing was used to portray how the culture of the people and the scenic outlook of New York City had transformed in this age. During this period of time, the writers, journalists, musicians and painters had made a major contribution to the thought of realism in the American setting; they had actually come of age. This was actually a new kind of generation writers, journalists and painters who through their writing and works of art were concerned with representing the usual and common aspects of life in a straightforward and unemotional manner, which was assumed to portray life as it actually was. Their approach of treating matters that portray a careful depiction of daily life, more so by the lower and middle classes was partly influenced by the new city life of a people who were more urban as opposed to leading a rural life and partly by the works of older American writers. These American realists did believe that humanitys preferences and freedom of choice were constrained by the supremacy of outside forces, which influence our ways of thinking and consequently our behavior and personality. This was a new age and it had come with a new style and approach of writing and presenting other works of art. (Patterson) Henry James and Mark Twain are some of the renowned writers in this era and together they achieved to bring out the indigenous style in the realistic description of the land and social activities by using the colloquial speech style. By using this approach they managed to survey and use the fictional potential of the interior life of people living at the time. However, the three writers differed in their perception of what they termed as the truth in reality. For instance, Mark and William gave more emphasis to the general life of the Americans, while Henry gave more attention to the sub conscious elements of a person. Henry was of the opinion that literary artists should use words to explore the deepest extents of the mental and ethical nature of people in addition to examining the exterior of social life in certain circumstances. This made him a realist of both the inner and outer life, while Mark and William were merely realists of the exterior life. The contribution of these five authors; Mark Twain, Henry James, F. Scott Fitzgerald, Ernest Hemmingway, Toni Morrison to the American realism through Literature can be viewed as fitting in the realistic period in the American literature in this context. Samuel Clemens, commonly known by his pet name Mark Twain is famous for how he represented realism in his writing (1835-1910). His well-known literary works are Tom Sawyer and The Adventures of Huckleberry Finn. In his book, The Adventures of Huckleberry Finn, his most prominent account of realism, he introduced a character Huckleberry Finn who is a mistreated and neglected thirteen years old boy, whose father is a cruel drunk. From Finns view point, we get to see the world as he tries to make sense of the social world around him. In the story, Mark portrays various societal formalities by representing the double standards of the civilized American society in every day life. Mark Twains style, which was based on a dynamic, practical and slang American language, gave to the American writers and readers an admiration of their speech that represented a new form of American fiction. Despite Mark coming from the interiors of the country, he was actually among the most important authors who managed to capture this unique colloquial language and the aspect of iconoclasm of the Americans in his writing. But in his opinion, realism was not just a literary skill: It was a way of revealing the truth and abandoning old-fashioned principle of life. Like other realistic writers at the time, Mark Twain represents life in a practical way. His mode of writing was hilarious, descriptive and one which incorporated the colloquial language of Americans with both slang and iconoclasm. Mark Twain is regarded as a major writer in the realistic period. Through his literature, Mark created the worlds view of the United States. From how he managed to combine the American peoples h umor and serious writing, he produced a very superb form of literature than the earlier novelists had ever done. Throughout his writing career, Mark Twain used the technique of humorous narration in most of his major works of fiction. In his accounts, he ridicules the pompous, self-indulgent old world in mocking tones. He developed his work by drawing upon the views and sensations of his childhood. He narrates about his boyhood ambitions to be the pilot of a riverboat. The episodic encounters of Huck and Jim present us with an illustration of the world in a social perspective by symbolically using the banks of the river and the river that runs through them it to portray our actions in the world, in a realistic way. In The Gilded Age, he uses social satire to explore individuality in a world of speculation and unsteady values, all in the name of getting rich, whether at the expense of others or not. Twain, who over the years had turned in to a disillusioned pessimist, he cynically described the human race as a lost society, which had become obvious due to individualism. Mark also uses the aspects of vernacular in the realism movement. His use of col1oquial words which are real and express in effect, and use of simple sentence structures makes his work very unique. He also uses grammatical incorrect wording that is characteristic of the spoken 1anguage. He uses this colloquialism to powerfully cast his characters unique in their daily lives in a magical way. The fact that his characters have different cultural settings indicates that they speak differently probably with strong accents, which is the basic ideology of local colorism in his work. Like is the case with Huck and Jim, who talk differently because of their different cultural settings. His use of humor is another element he uses to describe realism in his work. Most of his writings are comical and contain practical jokes. Most of his jokes and remarks are his exaggerated stories of his life experiences. He not only uses this jokes to make people laugh but also as a type of artistic approach of criticizing social injustices and mocking the romanticism genre. In the book Huckleberry Finn, Mark Twain uses the character Huck, a young lad who described as using the local dialect in scene development plays the role of narrator. The illustration of characters and story renditions are both comical and cleverly iconic. Huck is described as being illiterate and superstitious; however, he happens to have native wisdom and concern-instinctive trends that help him reach the right decisions on certain important matters. After running away from his cruel father, he meets Jim, a runaway slave and together they start on a long voyage down the Mississippi River on a boat. This describes how we are at times faced by lifes challenges and we opt to run away, instead of face them. During the passage, Huck meets members of different communities, which helps him overcome his earlier narrow-mindedness and he learns to revere Jim. The book describes the different classes of people that Huck meets symbolically through the river banks on their journey. The thread which runs through exploration after exploration is the aspect of human cruelty to others. The significance of mark as a realistic writer is the literary creativity he employs in his novels. First of all, the language he uses to write his novels is simple and direct colloquial speech. Secondly, the plot and shape of his writings gives his novels both a realistic and symbolic aspect. Thirdly, he describes how the human race is damned following the kind of actions and decisions wee make concerning various issues. Although Mark and Howells shared the same perception in describing the realities of life in the American culture, each of them had a different stress. Howells preferred to base his argument on how the middle class people lived and conducted themselves in life. Twain focused his argument on having people from a certain region take the center-stage in his stories-local colorism, which was a unique style in the American fictitious realism. Local Colorism was an extraordinary approach in the literary realism age. Generally, the writings by the local colorists were focused on the life of some small, distinct regions. This type of literature portrayed the characters from a specific time, which are manifested by its traditions, language, outfit and other odd customs that have failed to come of age through cultural pressure. The writing is done from a personal experience perspective, whereby they committed themselves to minutely and accurately describe the way of life in theses regions. Thro ugh personal experience, they depicted an exceptional environment, which suggested that the life of the natives was greatly influenced by the conditions of the environment. The works of Mark Twain and Hamlin Garland are characterized by this element of local colors of the people. (Railton) Henry James (1843-1916), was a well-known American-born English author and writer of the realism movement. Among his highly attributable works of fiction are The American (1877), The Portrait of a Lady (1881), The Turn of the Screw (1898), and The Ambassadors (1903). His works were mostly romantic narrative with well developed characters that were set amongst revealing social observations on political affairs, social class and status. He vastly explored topic on feminism, personal freedom and moral decency. In his novels and short stories, he makes use of the interior monologue technique and approach to ensure the readers delight of character approach and sensitivity. James often compares the lifestyle and perceptions of New World with the Old World. In his writing, Henry James who greatly admired the early European culture portrayed a negative image of the money-oriented and twisted life of the Americans. He became a British citizen through naturalization, arguing that he believed that the Americans lacked a culture, a reason why he preferred the European civilization. In his major works more so the novels and essays made him a prominent figure in the American world of literature. There are three periods in his literary profession, in the first his main interest was in global subject matters. Jamess international theme is also another aspect that he uses in fictional realism. He uses America and Europe as the international environment, which centers on the conflicts between these two very diverse cu1tures. Having diverse moral, Americans are naive, ignorant, unsophisticated and individualistic in comparison with European whose personality was that of cultural erosion, deceit and urbanity, a conflict arises. The American in search of success in Europe would be easily deceived and betrayed by the civilized Europeans. In the same context he also uses love and marriage as central points of the conflicts between these two value structures. The character goes through an agonizing progression of spiritual nourishment and achieving an awareness of good and evil from this confrontation. He regards the conflicts between two diverse societies and the emotional and ethical problems Americans in Europe and Europeans in America experienced. Jamess international theme is also another aspect that he uses in fictional realism. He uses America and Europe as the international environment, which centers on the conflicts between these two very diverse cu1tures. Having diverse moral, Americans are naive, ignorant, unsophisticated and individualistic in comparison with European whose personality was that of cultural erosion, deceit and urbanity, a conflict arises. In The Portrait of a Lady, he describes a conflict between the Old and the New World, through the life of an American girl in a European society and environment. The American in search of success in Europe would be easily deceived and betrayed by the civilized Europeans. In the same context he also uses love and marriage as central points of the conflicts between these two value structures. The character goes through an agonizing progression of spiritual nourishment and achieving an awareness of good and evil from this confrontation. Henry Jamess realistic elements are distinguished by his psychological realism style that he uses to approach the subject matter. His world of fiction is more concerned with the inner aspects of life of an individual in preference to the obvious human acts. He makes individual perception and expression of every moment senses of personal experience to be the dramatic production of puzzlement and great findings. We get to view individuals and actions as they are sorted out in an individuals awareness and involve ourselves in this experience. This stress on psychological realism on the human perception shows that this was a major advancement in the writing of novels and a kind of big influence on future generations. James is commonly considered as the initiator of psychological realism, an idea which he incorporated in his work, whereby the characters are portrayed as having a stream of consciousness. In Daisy Miller, one of his most famous works, Henry James uses Frederick, an American emigrant as the narrator of the story. While on a visit to Switzerland, Frederick meets the Millers. The Millers, who are American, believe in social freedom and individuality unlike the Europeans. Daisy, daughter to Mrs. Miller does not regard the complex policies underlying conduct in European society. Daisys adventurous behavior and lack of concern form her mother leave Winterbourne shocked. She later dies of malaria. The theme of the novel is a comparison between America and Europe, centered on the conflict of these two cu1tures as regards their different social values, the moral decadence in Europe and its repercussion as described through the death of Daisy. Jamess literary criticism, described as the theme of the Art of Fiction. His fictional criticism is a crucial element of his input to literature. It is both apprehensive with outward manifestation and dedicated to personality values. This theme plainly signifies that the plan of the narrative is to present life as it really is. He depicts occurrence such as fantasy, desolation, incentives, agony and encouragement. His narrative standpoint and the language he uses are other themes in his realistic literature. Through this literary skill, he places a psychological emphasis in the story. By making his characters build themselves in the plot, devoid of authorial intrusion, we capture the core story by reading it through the minds of the protagonists and in that respect we get to share in their realistic perspectives of life. For his language, James makes a careful selection of words that is intended to bring out the clear and intended meaning without any ambiguity even though it is not e asy to understand his vocabulary. This made Henry James one of the most important realists of this era through his skilled style of writing. The stories of F. Scott Fitzgerald (1896-1940) present the edgy and bold atmosphere of the 1920s, a disappointment that resulted from the war. Fitzgeralds distinctive subject matter is articulated expressively in his novel The Great Gatsby. He argues that there is a propensity of the ambitions that youths yearn for end in letdown and disillusionment. Fitzgerald reveals that the failure of some chief American moral standards such as liberty, social harmony, promoting peace and good governance are elements which were endangered by the demands of the 20th century civilization. Ernest Hemmingway, who was also another author during the time (1899-1961) argued that death, violence in the World War I and the bloodshed influenced him to conclude that conceptual verbal communication was typically empty and as such a misleading element. He left out over emphasized wordings from his works, to simple sentence structure. In some way his writing was inspired by Mark Twain who influenced his style of writing. He dwelt on realistic things and actions. He stuck on to an ethical code that emphasized the essence of elegance under pressure, with his central characters being quiet physically powerful who treated women inappropriately. His novels include: The sun Also Rises and A Farewell to Arms. He was one a writer who greatly detested this new civilization in which the people were inelegant and their actions were very much individualistic. Through her novels, Toni Morrison (1930-1950) has used a variety of themes and Practices which represent her contribution to realism in the American literature scene. She uses the element of sense of loss to describe how she deeply feels for the Afro-Americans for losses they have experienced in their movement from the rural areas of the south to the urban centers in the north. They are depicted as a people who have lost their sense of living as a society, a disconnection with their past and traditions. Their culture of oral tradition of story narration and folktales was no longer a basis of their strength as a people. Other foundations of their togetherness like music which they used as a healing element, had been adsorbed by their integration into the white community. Hence portraying a society that had completely lost touch with their roots and had sought to live in a more sophisticated and realistic way, as opposed to their traditional way of life that entailed living as a depend ent community and having a shared history. (Baym) She also portrays her characters as people who are in a constant struggle of trying to identify with society and fulfill oneself. Thee elements of having societal roots, and a community to identity with, which implies having a shared history is what these African-Americans have given up to adopt the American culture. Anybody who does not belong to a community is generally regarded as lost, while those who still hold on to their traditions and communities are depicted as having a high chance of surviving. The lack of societal roots and the detachment of an individual from the society lead to their being alienated. According to her, ancestors are also a necessary part of life for they give cultural information and a link to the past. They are supposed to guide and be concerned about our welfare like parents and grandparents. In her novel, The Bluest Eye, ancestors is one of the distinctive uniqueness of the black community literature, which they have actually given up for a more realistic and fulfilling life. The aspect of characters in extreme situations is also another theme Toni Morrison uses in her literature. She sets her characters in intense situations; she then forces them to the edge beyond their points of endurance. These circumstances disclose their basic personality. Even the good people end up acting in some very horrifying ways. Through this induced push, people are described in their real manner and not in their pretentious good self. Other themes in her works include responsibility, freedom and loss of innocence.

No Due Process :: essays research papers

Not long ago the Korea Herald published a letter extolling the virtues of American justice as applied in the case of the two American soldiers who drove a military track vehicle over two Korean middle school girls, killing them. In comparing the American and Korean systems of justice, the writer suggested circumspectly that the American system, being more objective due to its emphasis on process, is superior. The premise of the argument was that if the judicial processes developed over time through planning and trial and error are followed, Americans see justice as having been done, without particular regard to the outcome, whereas Koreans first posit that damage has occurred and base their judgment of whether or not justice has been done on whether or not some reparation has been made. While not stated explicitly, the upshot of this is that Americans presume innocence and Koreans presume guilt. I agreed in many ways with the writer’s take on the American system, since it app eared to emphasize the role of the constitution and the rule of law but, having almost no knowledge the Korean legal system, I was skeptical of his conclusions, especially given the letter’s evident nationalist tinges, so it was with interest that I read another writer’s well-written and thoughtful, though overly emotional response which the paper published not long afterward. Now, a few months later, the original, presumably American writer’s letter seems almost laughable in the face American policy. Where is the supposed regard for process, or, if you like, ‘due process’? I, an American (surprise!), have read some things that scare the Orwell out of me. Using a predator drone, the United States military launched a missile that destroyed a carload of terrorists in Afghanistan. Fine. War on terrorism, etc. Maybe, if we try really hard, we can overlook the fact that we, the general public, have no way of knowing whether the people (PEOPLE) in the car were terrorists or wedding party-goers. It turns out, though, that an American citizen was killed in that very same car. In the same article in which I read of this high-tech car bombing, information cited as coming from the Bush administration stated that there was no constitutional issue surrounding the murder of this American. Why not? Because he was an enemy combatant. Therefore, apparently, he was not eligible for, did not deserve, the constitutional protection, the presumption of innocence, guaranteed by the United States Constitution—the same presumption of innocence afforded the American soldiers who ran over two Korean girls on a country road.

americanisation of australian television Essay -- essays research pape

The Americanization of Australian Television is a sad and terrible thing. It is a process whereby ordinary Australians are bombarded every day with images of American lifestyle, so much that it merges almost unnoticed into their own lifestyle. It is a process whereby our home-grown entertainment industry is overwhelmed by the enormous powerhouse of the American economy, with drastic effects upon the modern Australian nation. Not only is Australian free to air TV being dominated by American produced shows, but a lot of the content on the Australian TV shows is sourced from America. American culture is part of Australian mass consumer culture, It dominates our television. If we look at the early history of Australian television, virtually all program material until 1963 was of foreign origin, of which eighty three percent was American and the rest British (Cited in an article by Cunningham Stuart ,â€Å"History, Contexts, Politics, Policy†.) Philip Bell discusses in his article that even in the first two decades of television ‘American programs and formats dominated commercial channels’ ( Cited in an article by Bell Phillip, ‘Television’). So Americanization of Australian television is not just a recent development. This problem has been there right from the beginning with American shows like Leave it to Beaver and I love Lucy dominating the TV screens of Australian households. Many are concerned with this issue, a good example is shown in an article written by David Dale, readers were asked if they were shocked by the revelation that all the most popular dramas and comedies on Australian television were made in America, and whether they thought TV stations should be forced to show more stories from other countries, including Australia. Carolina Peters talks about her concerns over this issue, she quotes, â€Å"I am not at all shocked that so much of the drivel on our TV screen comes from the US. I am, however, deeply concerned that so much of our programming is either direct from or heavily influenced by the US. The influence is clearly seen in the way kids today are affecting US accents and using US terms. I have heard many kids lately referring to their mothers as 'mom' instead of 'mum'.† ( Cited in the Sydney Morning Herald, David Dale).Whilst people like Terry North disagreed, Terry North talks about how the Australian networks should not be for ced to show mo... ...ence, and now talk and act like American teenagers. Australian television is threatened by the influx of American culture. Phillip Bell talks about the rise of Australian ‘soaps’ in his article, for example Neighbours which began in 1985, he talks about how the show deals with ‘Australian’ issues. (Bell Phillip, ‘Television’), this isn’t necessarily true. In fact many of the storylines in Neighbours are taken from American soaps like Day of our lives or Bold And The Beautiful. Our screens are increasingly filled with disturbing storylines which continually push the boundaries of human depravity. Australian commercial television has imported American formats (Bell Phillip, ‘Television’). Even the Australian Logies are becoming Americanised. At the 2005 Logie awards, there were at least two American celebrity guests, CSI Miami actress †¦Ã¢â‚¬ ¦ was given a lot of attention at the Logies, because of her famous American celebrity status. The Logie awards which were supposed to be awarded to shows that are produced in Australia, this year awarded a Logie to the OC for the best overseas program. The influence of the American culture on Australian television was clearly evident at the Logies.